新标准大英第一册Unit 1-Unit 5综合教程教案

Book One Unit FiveNew Words and Expressions in Text A:1. valentine: n. 情人✓Saint Valentine's Day: 圣瓦伦丁节，情人节（2月14日）2.straighten: v. (cause to) become straight or level (使)变直；(使)变平整, (使)变整齐---Women used to use a hot iron to straighten their hair.---The professor would straighten his tie before entering the classroom.---straighten your shoulders把肩膀挺直---straighten up your room把你的房间整理一下---straighten one's face板起面孔-→-en: suffix (Student’s Book, P.317)(注解“56”：broaden)3.make one’s way: (+to/towards/into) go 到(某地)，(向某地)走去---Early in the morning the hunter made his way into the woods.---The old man slowly rose from his seat and made his way to the front of the bus.4.grand: a. 1) splendid in size or appearance宏伟的; 壮丽的; 盛大的---a grand view of sunrise日出的壮丽景色---living in grand style过豪华的生活---grand clothes 华丽的服装2) impressive because of high moral or mental qualities崇高的，高贵的---Lincoln had a grand character.---grand ladies贵妇3) full, complete完全的；总的---the grand total全部；总共4) of most or greatest importance最重要的--- the grand ballroom of a hotel 旅馆的主舞厅5) wonderful or very pleasing 愉快的，令人非常高兴的---had a grand time度过美好时光5.absorb: vt. 1) (be absorbed in) completely hold the attention of (sb.); 完全吸引住…的注意---I was so absorbed in the detective story that I jumped up when someone patted me on the back. ---Totally absorbed in writing the computer software, Michael ordered take-out food when he was hungry, slept on the office floor when tired out.2) take in吸收, 理解---I haven’t really had time to absorb everything that my teacher said in class.---The moon has a rough surface that absorbs most of the sunlight that strikes (到达) it.6.margin: n. (c) one or both sides of a page near the edge, where there is no writing or printing页边空白---Chairman Mao had the habit of making notes in the margin of the books he was reading.---Some publishers make profits by printing books with wider margins and hence charging greater prices.--- top margin【出版】书眉--- bottom margin页脚, 书页下边空白7.handwriting: n. (u) 笔迹,书法；手写稿--- current handwriting草书[体]8.reflect:1) vt. be a sign of, show 反映，显示，表达---Election results should reflect people’s opinions.---Rising prices may reflect the rise in demand for these goods.---Does this letter reflect how you really think?这封信是否表达了你真实的想法？---Baseball reflects America's history. 棒球反映出美国的历史---Her work reflects intelligence. 她的工作显示出她的智慧2) vt. (of surface) throw back (light, heat, sound); (of a mirror) send back an image of(指表面) 反射(光、热、声)；(指镜子) 反映…的像---The sunlight was reflected from the water.日光由水面反射出来---trees reflected in the lake---The pavement reflects heat on a hot day.在热天里, 人行道反射热气。

Module 1 Unit1 Hello! T:1 E:1 Teaching Aims:1. Know what is English and why should we learn English.2. Know the main rules in English classes.Teaching Aids:Tape, CAI, head dressing of the four main character in the book, they are Daming, Sam, Lingling and Amy.Teaching Procedure:Step 1: Greeting1. Listen to a happy English song.2. “Hello, Boys and girls! I’m Miss Zhang. I’m your English teacher from now on. Let’s learn English together.”(Explain in Chinese)Step 2: Introduce English1. “Do you know what is English?”“English is the most widely used language…”(Explain in Chinese)2. “Do you know why should we learn English?”“Because if we have good English, we can make more friends…”Step 3: Introduce how to have good English1. “In the English class, we should…”2. “In our home, we should…”Step 4: Introduce the main rules in English class1. Listen to the teacher2. Follow the teacher loudly3. Read English with points4. Join the activities5. Get them know the 4 main friends in the English book. Step 5: Introduce some classroom English1. Class begins.2. In the class: “One, two, three!”“Yes!”3. Class over.Step 6: Practice1. Practice some classroom English.2. Count their names and greeting with every students. Step 7: Ends1. Listen to happy English songs.Module 1 Unit 1 Hello! T:2 E:2 Teaching Aims:1. Get the students know how to greeting to others.2. Get the students know how to introduce themselves.3. Can say “goodbye” and “bye” each other.Teaching Difficulties and Impotents:1. Can understand the sentences’ meaning.2. Know when and where to use these sentences.Teaching Aids:Tape, tape recorder, CD-ROM, cardsTeaching Procedure:Step 1: Greeting1. Practice the classroom English.2. Listen to a happy English song.Step 2: Presentation1. Greeting to the students with “hello” and “hi” with gestures.2. Let them know how to answer me.3. Review the 4 children in the English book.4. Listen to the tape.“Look, our friends come. Listen, what do they say?”Ask the students answer.5. Teaching the pronunciations.6. Watch the CD-ROM.7. Read after the CD-ROM.8. Find these sentences in their books and point it out.9. Find these word cards and show it.Step 3: Drill1. Drill the words:Game: Traffic LightsGame: How many fingers, how many times 2. Drill the sentences:Game: Sentences and gesturesGame: Gestures and sentencesStep 4: Practice1. Practice with teacher.2. Practice with tape recorder.3. Show.Step 5: Consolidation1. Show the dialogue with the head ornament.2. Say it together.Step 6: End1. Watch the CD again.2. Sing a happy song.Module 1 Unit 1 Hello! T:3 E:3 Teaching Aims:1. Get the students proficient in “Hello! Hi!” and “Goodbye! Bye!”.2. Get the student proficient in the sentence pattern: “Hello! I’m…”Teaching Difficult and Important Points:Can use “Hello! I’m…” introduce themselves fluently.Teaching Aids:CD-ROM cards tape head ornamentTeaching Procedure:Step 1: Warming up1. Listen to a song.2. Game: ChantTeam-match: say “Hello” one by oneStep 2: Presentation1. Watch CD-ROM2. Find how do the children introduce themselves in the TV.3. Correct the pronunciation.4. Teacher makes a model.5. Help the students trying to say.Step 3: Practice1. Introduce each other.2. Introduction show.Step 4: Exercise1. Activity bookFind the children.Color their faces.Say their names.2. Use CD-ROM shows the keys. Step 5: Consolidation1. Review the wordsGame: Little parrotGame: Little teacherStep 6: End1. Sum up2. SingModule 1 Unit 1 Hello! Teaching Contents:Hello! Hi! Goodbye! Bye! I’m…Teaching Aims:Can proficient in greetings and say goodbye.Can introduce name to others with “I’m…” profic iently. Teaching Aids:Head ornament, tape recorder, tape,Teaching Procedures:Step 1: RevisionReview the words “ hello, hi, goodbye, bye, I am”.Try to read the words on the card.Guess the words from teacher’s gestures and mouth. Step 2: Consolidate “I’m…”Read after teacher to review the pronunciation. Correct their pronunciation.Review how to use “I’m…”Give the students some examples in the head ornament: If my name is Lingling, I can say: “Hello, I’m Lingling.” If my name is Daming, I can say: “Hi, I’m Daming.”If my name is Amy, I can say: “Hello, I’m Amy.”If my name is Sam, I can say: “Hi, I’m Sam.”Teacher performs in head ornament for the students.Ask 4 students imitate teacher to perform in head ornament.Ask the 4 students introduce thems elves with “I’m…”Find “I’m…” on page two in the book.Step 3: Practice “I’m…”Game: Chanting (开火车)(Get the students introduce their names one by one.)Game: Row by row(排排立)(Get the students introduce their names row by row.)Step 4: Assignment“Introduction”(Although we’re classmates, but most of us are new friends. We still don’t know someone’s name. Now, you could introduce your name to them. Let making friends now. Begin! )Module 1 Unit 2 How are you? T:1 E:1 Teaching Aims:1. Can find and understand “How are you”.2. Can read in correct pronunciation.Teaching Difficult and Important Points:1. Can find “how are you” in the book.2. Can understand and find “I’m fine.”Teaching Aids:tape cards CD-ROM head ornamentTeaching Procedure:Step 1: Warming up1. Review “hello” and “hi”.2. Chant:“I’m…”Step 2: Presentation1. Teacher greeting to a student with “how are you”.2. Teacher explains with gesture.3. Watch CD-ROM to understand “how are you”.S1: “How are you?”S2: “I’m fine.”4. Learn the new words with word cards.Step 3: Drill1. Drill the sentence:Game: Falling my tricksGame: High and Low V oice2. Drill the new words with cards and games.Step 4: Practice1. Watch the CD-ROM to correct the pronunciation.2. Have a dialogue show with the head ornament. Step 5: ConsolidationGames: 1. Fast reaction.2. Wood man.Step 6: Ends1. Sum up.2. Sing.Module 1 Unit 2 How are you? T:4 E:4 Teaching Contents:How are you?I’m fine.Teaching Aims:Proficient in the sentences “How are you?” and “I’m fine.”Can read them in correct pronunciation.Teaching Difficult:Can use the sentence pattern proficiently.Teaching Aids:Tape, tape recorder, head ornaments, ballTeaching Procedure:Step 1: Warming upSing a song.Guessing: What does the teacher say?Little teacher.(Ask a student come to the front, imitates the teacher to play the “Guessing game”.)Step 2: Play gamesPass the sentence:(Pass the sentence “How are you?” or “I’m fine.” from the first to the last.)Ask and answer one by one:(S1 asks, S2 answers; S2 asks, S3 answers;…) Pass and say:(Pass the ball and say the sentence one by one.) Step 3: ConsolidationDialogue: A: Hello!B: Hi!A: I’m…B: I’m…A: How are you?B: I’m fine. How are you?A: I’m fine.2. Read after teacher.3. Teacher makes a model.( Two times)4. Ss practice with partner.5. Try to show to the class.Step 4: AssignmentGreetings.(To greeting with your friends.)Module 1 Unit 2 How are you? (练习一)Teaching Contents:Activity book: 1. Page 2: question 12. Page 4: question 1Teaching Aims:Finish these exercises.Review the sentences.Learn to sing a son g “Hello! Hello! ”Teaching Difficult:Can sing the words of the song clearly.Teaching Aids:Activity book, tape recorder, head ornaments. Teaching Procedure:Step 1: RevisionGuessing.(Guess the words that teacher said.)Fast reaction.(Answer teach er’s question fast.)Read the text after teacher.Read the text together.Step 2: Finish exercisesActivity book:Page 2: Exercise 1① Find the children in the picture.② Point them to the teacher.③ Color their faces with color pens or pencils.④ Say their names together.⑤ Act the four children and introduce themselves.⑥Teacher checks the students’ answer.Activity book:Page 3: Exercise 2① Greeting and say goodbye to your classmates. Activity book:Page 4: Exercise 1① Look at the picture carefully.② Find the 2 faces of Lingling.③ Match Lingling.④ Match Daming.⑤ Match Amy.⑥ Match Sam.Step 3: Learn a songListen to the song “Hello, hello.”Sing the song sentence by sentence after teacher. Sing the song together with teacher.Hold a singing match.。

外研社《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案Unit5OurEarth第一篇：外研社《新标准高职公共英语系列教材：实用综合教程(第二版)》第一册教案Unit 5 Our Earth《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案Unit5 Our EarthObjectives: 1.Enlarge students vocabulary 2.Improve students’ reading ability3.Make students know something about scientific essays and writing styles4.Improve students’ ability of pronunciation5.Make students know more English grammar6.Review some old Knowledge of grammar and words7.Learn how to write an exposition article Focuses: 1.How to use new words.2.Students’ ability to hold the main meaning of an article.3.Grammar points4.Improve students’ ability of pronunciation Outline:1.Warm-up discussion;study of words and expressions2.Text A;discussion of text A and the follow-up exercises(A and B)3.Exercises D;Text A exercises C;grammar tips.4.Discussion of text B and the follow-up exercises5.Translation exercises;practical writing.Procedures First periods(1-2)1、Teacher says something about T ent A, the earth.2、Read new words in Text A.3、Teacher explains the new words4、Teacher Leads students memory new words5、Students scan T ent A6、Students do exercises A and B of Text A7、Teacher explains Text A Second periods(3-4)1、Read aloud new words in Text B2、Teacher explains the new words3、Teacher Leads students memory the new words4、Students scan T ext B5、Students do exercises A and B of Text B6、Teacher explains Text B Third periods(5-6)1、Study Active words2、Review Grammar Tips–preposition 《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案3、Do exercises: Vocabulary Check A、B、C.4、Do exercises: Practice to Grammar5、Do exercises: Comprehensive Exercises A、B、C、D6、Study Practical writing: slogan7、Assign Homework Fourth periods(7-8)1、Listen to records: Text A and Text B.2、Practice Listening3、Have a discussion about the earthPart 1 Teaching details to Text A1、Something about our earth ①The earth is the only planet for us earth-men to live now.②The earth is one of nine planets i n sun family.They are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto in the order of their closeness to the sun.③On the sun surface of the Earth, there are 7 continents as Asia, Antarctica, South America, North America, Africa, Europe, Oceania and five oceans as the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the Artic Ocean, the Antarctic Ocean.④For many reasons, our earth is getting warmer and warmer, especially recently.2、Vocabulary in Text A ①build v.building n.Our teaching building is so high.builder n.—A person who builds building.②sail v.We sailed across the Atlantic in 5 days.Sailor n.—A person who sails.e.g.act-actor , inventor ③Pilot v./n.She can pilot a plane.He wants to be a pilot in future.④include v.The price of the book includes postage.He included many funny stories inhis speech.Synonym: contain Antonym: include ⑤farmlande.g.superman hometown ⑥outline n./v.He drew the outline of a house on the paper.Teacher Li asked the students to outline his speech.⑦view n.The house provides a good view of the sea.Tell us your view on this matter.《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案⑧true adj.It’s true that the man is my English teacher.Truly adv.He is truly a good boy.Synonym: really ⑨surround vt.The city is surrounded by a mountain range.A crowd of fans surrounded the star singer.Surrounding n.Social surrounding.⑩living n./adj.He made a living as a taxi driver.The living standards of Chinese people have improved greatly.living& alive, both adj.He is a living man, adj.+n.He is still alive.be+adj.做表语11○firstly adv.firstadv, adj, n.Firstly let’s read the new words.Spring is the first season of the year.She is the first arrive.12○warm adj.v.They gave her a warm welcome.She lit a fire to warm herself.Warmth n.They sat close to the fire for warmth.13○Layer n.There is a layer of dust on the table.14○form v.n.A plan began to form in his mind.Please fill in the registration form.Synonym: shape 15○Liquid adj.Synonym: fluid Antonym: solid 16○metal n.A metal ring, metal-free adj.17○Spin s pan /spun, spun v.The wheels are spinning at a high speed.The machine spins the wool into thread.18○move n.We plan to move to the new house next week.I was moved to tears by his heroic deeds.movement n.《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案The May 4th movement was a great event in Chinese history.19○measure v.n.My mother measured me to see the size for my clothes.The new law was in some measure only in the interests of certain people.20○long adj, length n.The street is100 meters in length.At length we arrived at ourdestination.21○important adj.Importance n.This is a matter of great importance.22○Protect vt.Sunglasses protect our eyes from sunshine.Protection n.Protective adj.23○as far as As far as I knowI will help you as far as I can.24○cover v n.The land was covered with snow The cover girl is very lovely.25○center n.Don’t stand at the center of the road.26○call one’s attention toThe teacher called the students’ attention to the blackboard.3、Points in Text A1The earth is a huge ball covered with water, rock and soil, and surrounded by air.○Covered …… surrounded by air.Two–ed participial phrases were used as the postponed attributive, indicate passive sense.Vs-ing phrases also can be used as postpone attributive, but indicate active sense.e.g.The man following Teacher Ma into the office is my father.=The man who/that followed Teacher Ma into the office is my father.The teacher followed by the man into the office is Teacher Ma.=The teacher who/that was followed by the man into the office is Teacher Ma.2To call p eople’s attention to…… ,has been named as Earth Day since 1970 ○To call people’s attention used As ……as/for v.The boy named his pet mouse(as)Mickey.She was named as the general manager of the company.Part 2.Teaching details to T ext B 1.Vocabulary: 1mood n.○a cheerful mood 《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案be in a bad moodbe in no mood for sth.be in no mood to sth.I am in the mood to go shopping.2 express v.○expression n.expressive adj.They greeted him with a welcome expression.an expressive smile 3continue v.○They continued their discussion.Synonym go onContinued adj.不断的 continuous adj.持续的continual adj.频繁的Continuity n 连贯性continuation n 继续、持续The habit continued into adult life.4environment n.○It is urgent to prevent the pollution of the environment.environmental adj.environmental protection 5rid v./n.○Mother bought a rat catcher to rid the house of rats.You’d better get rid of the bad habit of eating no breakfast.6industry n.○The textile industry.industrial adj.industrial development.7waste n.a dj ○Please put the waste paper into the bin.Don’t argue with him.It is a waste of time.wasteful adj.The bad habit is wasteful of resource.8pollute vt.○The water from the dye factory polluted the river.Pollution n.air pollution, water pollution Pollutantn.污染物adj.污染的polluter.污染者9tide n.○Time and tide wait for no man.go against the tideswim against the tide go with the tideswim with the tide 10○shore n.On shore ashoreadv The boat was driven ashore by the heavy wind.11○pity n.I feel great pity for the orph ans.It’s a pity that you didn’t join us at the party.《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案Pitiful adj.令人同情的、可怜的pitiless adj.无情的、没有怜悯心的12○breath n.hold one’s breath 屏住呼吸catch one’s breath 歇一口气take one’s breath away 大为惊讶breathe v.We like to breathe fresh air.13○quit v.The teacher warned them to quit talking.14○differ vi The twins differ a lot in character difference n.I can not see any difference between the real painting and the fake one.different adj.15○pause vi.n Theteacher paused from time to time to make sure the students could keep up.The coach signaled for a pause in the middle of the match.synonym stop 16○stop …from doingIt’s time for us to do something to stop the environment from getting worse 17○.wash up The sea washed the boat up to the shore.18○.one by one―Answer my questions one by one,‖ the teacher said.19○.had better do sth.You’d better hurry upYou’d better not tell him the truth.20○.add up to The plane ticket plus hotel accommodation added up to 1000 Yuan.2、Points in Text B ①.She told us how many companies about how to get rid of…….how many companies …… Here is an object clause of told.about how to get rid of……It’s a wh-word+infinitive structure used as the object of the preposition about =how they sho uld get rid of……②The man …and thought it was a pity that all the starfish would die …….―it was a pity that _____‖is an object clause of ―thought ‖with the introductory word ―that‖omitted ―that all the starfish would die ……‖is a subject clause.―it‖ used as the formal subject.e.g : it +be+adj+clause it is great that we can go together it+be+n+clause It was a pity that all the starfish would die on the beach 《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案it+v+ed+clause It has not been decided where we shall go on vacation It+vi.(seem/happen/appear)+clause It seems that it is going to rain③Tyler smiled all the way home ,thinking of the difference they would make to…―thinking of …‖is a –ing participial phrase to denote an accompanying circumstance ―they would make to …‖is a relativeclause to modify ―the difference ‖,with the relative pronoun ―that / who‖omitted.Part3、Points to Active words 1.lie 谎言vi ,vt lied ,lied, lying lie 躺下vi lay lain lying lay放、搁、摆、（平）laid laid synonym :play set put down e v、n use up用完make use o f ……利用Note : usde to do ……过去常做get used to+n养成习惯做（动态）be used to+n/ving习惯做……（静态）Part4、Points to Grammar1、Preposition for time ① at six, at dinnerin the morning, in two weekson Monday ,on the morning of May 1st② A new film will be put on in I weeks =a fter(将来式)She had two car accidents in one week 在……内（过去式）③ before, after 某个时间点前or后，behind迟于、落后于④ The city has changed greatly since 1990与完成时连用，从某一时间延续到现在or过去I stayed in the countryside for two years在一段时间，stay的延续性He has been away from home for 10 years用于完成时，要求延续性动词做谓语2、Preposition for place① at the bus stop(small place)inChengdu /the city(big place)② I put the book on the deskbook和desk 相接触His office is over mine(正上方)The plane is flying above our head(在上面的空中)③ She was standing under/beneath the tree(垂直关系)《新标准高职公共英语系列教材：实用综合教程（第二版）》第一册教案There is a note underneath/beneath the book(上下接触)Theylive below/beneath us(垂直)④ in（静止状态）into 进入里面，示动态⑤ along 沿着across 穿过物体表面through穿过物体里面⑥ up 由下而少年宫，从乡下到城市，从南方到此方 down反之表示静止空间位置不表示具体方向，up=down We walked up /down the road沿着3、Preposition for cause or reason ①He trembled for/with fear内在心理原因②The accident was due to his carelessness 多做表语Thanks to your help ,I can finish my work on time 幸亏，只做状语 We delayed our trip due to/because of /on account of the bad weather4、Preposition for methodsby=by means of 凭、以, with示使用的工具or 手段Besides Chinese, math, we also study history and English except 除去、不包括All the students passed the exam except Many 后接内容与主语是同类。

1. 知识目标：- 学生能够理解课文的主要内容和结构。

- 掌握与食物相关的关键词汇和表达方式。

- 熟悉描述个人情感的表达方式。

- 掌握文中的一些语法点。

2. 能力目标：- 提高阅读技能：包括文本评估、略读和扫读。

- 扩展词汇量，尤其是与食物相关的词汇。

- 提升写作和认知能力。

3. 情感目标：- 培养学生对食物文化的兴趣。

- 鼓励学生积极参与课堂活动，培养合作精神。

#### 教学重点：- 课文内容理解和分析。

- 阅读技能的培养。

- 词汇和表达方式的掌握。

#### 教学难点：- 文中复杂句型的理解和运用。

- 阅读速度和效率的提高。

#### 教学准备：- 教师准备：PPT课件、课文朗读录音、词汇卡片、角色扮演剧本。

- 学生准备：预习课文，准备角色扮演。

##### 第一课时1. 导入（5分钟）：- 通过提问学生关于食物的话题，如“你最喜欢的食物是什么？”等，激发学生的学习兴趣。

2. 课文阅读（20分钟）：- 学生自主阅读课文，教师朗读课文，并讲解重点词汇和表达方式。

- 学生跟读课文，注意语音、语调。

3. 小组讨论（15分钟）：- 学生分组讨论课文内容，分享对文章的理解和感受。

- 教师巡回指导，帮助学生解决疑问。

4. 总结与反馈（10分钟）：- 教师总结本节课的主要内容，强调重点和难点。

- 学生反馈学习收获，提出疑问。

##### 第二课时1. 复习与巩固（10分钟）：- 通过游戏或练习，复习上一节课的重点词汇和表达方式。

2. 阅读技能训练（20分钟）：- 学生练习略读和扫读，找出文章的关键信息。

- 教师讲解阅读技巧，如快速定位、关键词搜索等。

3. 角色扮演（20分钟）：- 学生分组进行角色扮演，模拟课文中的场景。

- 教师观察并给予指导。

4. 写作练习（10分钟）：- 学生根据课文内容，撰写一篇关于食物的短文。

- 教师批改并给予反馈。

#### 教学反思：- 本节课通过多种教学方法，如小组讨论、角色扮演等，激发了学生的学习兴趣，提高了学生的阅读和写作能力。

大学英语1课程教案Unit 1 Starting OutTeaching Content: Diary of A FresherLesson Type: Intensive Reading (New Standard College English Book 1)Total Time: 4.5 HoursClass/Object: Freshman (the first term)Teaching Procedures:Step 1Starting Point(15 mins)1. What do you expect to learn in the university?2.Work in pairs. Look at the photo of a university. Choose words to describe it.And then think of words to describe your own college.3. Work in pairs. Brainstorm college education objectives and what are important to you.☐finding a girlfriend / boyfriend☐studying hard and learning a lot☐meeting people and making friends☐getting a good job when you graduate☐having fun☐growing up and becoming independent☐going to parties☐doing lots of sport☐reading widely☐learning new skills and having new experiencesStep 2Introductory remarks (10 mins)How to write a diary in English1. Format:a. Write down the date, the day and the weather on the first line. The date and theday are on the left, while the weather is on the right.b. Write the body part. Write this part on the second line.2. Person:Write the diary in the first person.3. Tense:a. Past tense;b. Present tense;c. Future tense.4. Order:Write the diary in chronological order.5. StyleCasual and informal: express a personal viewpoint with reactions, reflections andfeelings.●Find out the features of Diary of a fresher.The text is a diary. There is a long tradition of writing and sometimes publishing diaries in Western literature. The text has typical features of a diary. It is a first person account, written daily about events in which the writer has participated. It is written ina casual, informal style, expressing a personal viewpoint with reactions, reflections andfeelings. The writer’s personality is evident, in this case through humor and exaggeration. It is written in the first person and with the simple present tense.Step 3 Predict the contents of the text from the title. (10 mins)Step 4 Language Points and Difficult Sentences (125 mins)⏹SundayLanguage Points1. fresher n.(BrE) first-year student / fresher (in first months of study)second-year studentthird-year student / final-year student (of a three-year program)fourth-year student / final-year student (of a four-year program) (AmE) freshmansophomorejuniorsenior2. residence n. [C] (fml)➢ a person’s home; the place where someone lives 住所；住宅➢the official house of a government minister or other public and official figure 官邸；公馆➢the fact of living in a particular place 居住；居留期间e.g. They took up residence abroad. 他们定居了国外。

Teaching PlanUnit 1 Book 11.Objectives and RequirementsIntegrated Coursea. understand the main idea and structure of the text ;b. appreciate the narrative skills demonstrated in the text (selection of details, repetition, andcoherence);c. master the key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking Course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course Growing UpStep One Text AnalysisRussell Baker is very good at selecting details to prove his point. For example, in Para.2 he creates an unfavorable image of Mr. Fleagle by describing his "formal, rigid and hopelessly out-of-date"eyeglasses, hairstyle, clothes, jaw, nose, and manner of speaking.What’s more, Russell baker employs repetition not only to m ake it easy for readers to follow what he is saying, but to impress them more deeply. For example, in Para. 2, there are 9 prim’s or primly’s in as few as 3 sentences! Thus readers will have in their mind a vivid picture of what Mr. Fleagle looked like. Another example of such repetition can be found in Para. 5. Count how many I wanted there are in this paragraph (there’re 5!). They help to emphasize Russell Baker’s strong desire to write for himself.On the other hand, where this stylistic device is not justified, Baker is also expert in avoiding repetition by employing synonymous words and phrases.Step Two Language Study1. off and on (or on and off): from time to time, now and again, irregularlye.g.: As her patient slept soundly during the night, Nurse Betty was able to doze off and on in2. take hold: become establishede.g.: Old habits die hard. That's why you should stop smoking before the habit takes hold.3. associate (with): join or connect together; connect or bring in the minde.g.: I can't associate this gentle young woman with the radical political essays she has written.4. turn out: producee.g.: New computers are soon outdated since newer models are turned out constantly.5.anticipate: expect (usu. followed by gerund or that-clause)e.g.: The police had anticipated trouble from the soccer fans and were at the ground in largenumbers.6. tedious: boring and lasting for a long timee.g.: The movie was so tedious that many viewers left before it wasover.7. out of date: old-fashionede.g.: New words are constantly added to our vocabulary while some old words go out of date.8. severe:1) completely plaine.g.: The widow wore a severe black dress to her husband's funeral.2) stern, stricte.g.: Only those who have undergone severe training can be accepted into the air force.3) causing very great pain, difficulty, worry, etc.e.g.: The severe chest pain experienced by the Vice-President proved to be a heart attack.9. tackle: deal withe.g.: Toshiba recently designed a robot that can tackle almost any kinds of house-work.10. finally: at last (usu. used in the following situations: indicating that sth. is the last one in a seriesof things or events; introducing a final point, asking a final question, or mentioning a final item;when sth. happens that you have been waiting for a long time, you can say that it finally happens)e.g.: Mr. Smith lived in Turkey, France, and Norway before finally settling in Mexico.11. face up to: be brave enough to accept or deal with (a problem or difficulty)e.g.: Yeltsin faced up to the fact that he was no longer fit for the Russian presidency and resignedon New Year's Eve.12. sequence: connected line of events, ideas, etc.e.g.: A sequence of bad harvests forced some African countries to ask for foreign aid.13. image: a picture formed in the minde.g.: Many pop stars try to improve their public image by participating in charity events.14. recall: bring back to the mind; remember (usu. followed by noun/gerund, or that-clause)e.g.: I recognize the face but can't recall her name.15. argument: disagreement, quarrele.g.: The bride and her mother got into an argument about whether to wear white or red on herwedding day.16. put down: write downe.g.: What’s the use of a password to your computer if you put it down on a piece of paper stuckto the computer screen?17. violate: act againste.g.: Speeding in downtown areas violates traffic regulations.18. turn in: hand in (work that one has done, etc.)e.g.: It is said that if a police4man is ordered to turn in his gun, it is meant as a punishment.19. command:1) n. ordere.g.: The commander gave the command that all prisoners of war should be well treated.2) v. give an order toe.g.: The captain commanded his men to leave the ship immediately.(As with the verbs “suggest, demand”, subjunctive mood is used in a that-clause after command.)20. what’s more: in addition, more importantlye.g. How can you love this man? He watches TV all day long, and what’s more, he seems not tohave brushed his teeth for months!21. hold back: prevent the expression of (feeling, tears, etc.)e.g.: People could hardly hold back their anger when they found that millions of dollars of publicfunds had been used to build luxurious houses for city officials.22. avoid: keep or get away from (usu. followed by noun/gerund)e.g.: The little boy who had broken a neighbor’s window ran away to avoid punishment /beingpunished.23. career: a job or profession for which one is trained and which one intends to follow for the wholeof one’s lifee.g.: My farmer parents have never expected me to make novel writing my career.Step Three Oral PracticePair work1. What was his own impression of his new English teacher?2. What did he think Mr. Fleagle would do if he were to write the essay the way he wanted?3. Why did Baker feel so delighted?Group discussion:What’s for to writing an essay? 1) to educate the audiences 2) for one’s own joyStep Four Written Practice (selectively and emphatically)Vocabulary:1. Study carefully all the key words and phrases in the box on P. 12. A number of exercises mayhelp the students learn how to use them.2. Synonyms in Context3. CollocationStructure:be said to…; conjunction “as”Cloze: Fill in the blanks of the two passages in the bookTranslation: Translate the Chinese passage into EnglishEssay Writing:Write an essay about an experience that impressed you most in the college entrance examination.Teaching PlanUnit 2 Book 11.Objectives and RequirementsIntegrated Coursea. grasp the main idea (never delay expressing your true feelings to a friend) and structure ofthe text (developing a story around a letter);b. appreciate that spoken English is much more informal than written English;c. master key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course FriendshipStep One Text AnalysisMost of this text is actually a re-creation of the conversation between a taxi driver and the narrator. Therefore it provides ample examples of how English is spoken in daily life by native speakers.In spoken English sentences tend to be short and simple. Some sentences are incomplete.Besides, some words or phrases do not usually find their way into written English, for example, sort of, kind of, you know, I think, I guess, I take it, well, go ahead, hang out, it’s no fun to do sth., not much of a hand at doing sth., a couple of, every now and then, an awful lot.From the text one can conclude that the narrator is very good at keeping the conversation going. For one thing, he expresses his agreement to show the cabbie what a sympathetic listener he is. For another, he asks questions directly to get more information out of the cabbie.Step Two Language Study1. be lost in/lose oneself in: be absorbed in, be fully occupied withe.g.: He was lost in playing computer games so he was unaware of my entering the room.2. available: able to be used, had, or reachede.g.: Since 1990, the amount of money available to buy books has fallen by 17%.3. or something: used when you are not very sure about what you have just saide.g.: The air fare was a hundred and ninety-nine pounds or something. Similar phrase: orsomething like that4. go ahead: continue, begin (sometimes followed by with +n.)e.g.: the board of directors will vote today on whether to go ahead with the plan.5. know/learn by heart: memorize, remember exactlye.g.: You have to know all the music by heart if you want to be a concert pianist.6. estimate: form a judgment about (a quantity or value)e.g.: I estimate that the total cost for the treatment of the disease will go from $5,011 to $8,00O.7. might/may (just) as well: If you say that you might/may (just) as well do something, you meanthat you will do it although you do not have a strong desire to do it and may even feel slightly reluctant about it.e.g.: The post office is really busy -- we'll have to queue for ages to get served. We might as wellgo home.8. not much of a: not a goode.g.: Some people may think that doing housework for others is not much of a career.9. keep up: continue without stoppinge.g.: They risk losing their homes because they can no longer keep up the repayments.10. correspondence:1) the act of writing, receiving or sending letters (often followed by with + n.)e.g.: His interest in writing came from a long correspondence with a close college friend.2) the letters that sb. receives or sends (used as an uncountable noun)e.g.: Mary really never mentions her step-mother in her correspondence.11. But I take it he's someone ...: But I expect that he is someone ...The sentence pattern "I take it (that)" is used to say that you expect someone will do something, know something etc..e.g.: I take it (that) you've heard that all the students in my class have done a very good job inCET Band 4.12. kind of/sort of: (infml "kind of" is AmE; "sort of”is BrE) a little bit, in some way or degree (usedbefore v. or after a link verb)e.g.: She wasn't beautiful. But she was kind of cute.13. a couple of: (infml) a few, more than one but not manye.g.: Do you have a moment? There are a couple of things I'd like to talk to you about.14. keep in touch (with sb.):If you keep in touch with someone, you write, phone, or visit each other regularly.e.g.: The old man kept in touch with his children while living in a nursing home.15. come up:1) happen, occur, esp. unexpectedlye.g.: "Sorry, I am late -- something came up at home."2) be mentioned or discussede.g.: The issue of safety came up twice during the meeting.16. urge: try very hard to persuade (often used in the pattern urge sb. to do sth. or followed by athat-clause. In the that-clause, "should" or the base form of a verb is used.)e.g.: They urged the local government to approve plans for their reform program.17. postpone: delay (usu. followed by n./gerund)e.g.: The couple had postponed having children to establish their careers.18. references1) the act of talking about sb. / sth., or mentioning them (usu. followed by to)e.g.: It was strange that he made no reference to any work experience in his resume.2) sth. that shows you where else to look for information, for example the page number of anotherplace in a booke.g.: Make a note of the reference number shown on the form.3) the act of looking at sth. for informatione.g. Use the dictionary for easy reference.19. go by: (of time) passe.g.: Her daughter was becoming more and more beautiful as the years went by.20. hang out:1) (infml; used mainly in AmE) stay in or near a place, for no particular reason, not doing verymuche.g.: I often hung out in coffee bars while I was unemployed.2) hang clothes on a piece of string outside in order to dry theme.g.: I was worried that I had no time to hang out my washing.21. every now and then: sometimes, at timese.g.: Every now and then I have a desire to quit my tedious job.22. awful: (infml; used to add force) very great; very bad or unpleasante.g.: I have got an awful lot of work to do.23. away:(infml) at oncee.g.: Tom has got a high fever; he should go and see a doctor right away. Step Three Oral PracticePair work1.What was the cab driver dong when the author wanted to take the taxi?2.How often did they see each other over the past 25 or 30 years? Why?3.How did the driver feel about Old Ed’s friendship with him?Group discussion:1.What is your idea of friendship? How important are friends to you?2.According to you, what is a friend? (Someone on terms of affection and regard for anotherwho is neither relative nor lover; someone who freely supports and helps out of good will; an acquaintance) (Longman Modern English Dictionary)3.How often do you communicate with your friend?4.What can your friends bring to your? (helping hand, sharing happiness and sadness,admiring, good wishes, free support)Step Four Written PracticeVocabulary:1.Study carefully all the key words and phrases in the box on P.43. A number of exercises mayhelp the students learn how to use them2.Collocationage: something, or something, kind of, sort of, more or lessStructure:may/might (just) as well; look/taste/sound/feel/smell as ifCloze: Fill in the blanks of the two passages in the bookTranslation: Translate the Chinese passages into EnglishEssay Writing: Write a letter to your dearest friend about your new life in the college.Teaching PlanUnit 3 Book 11.Objectives and RequirementsIntegrated Coursea.understand the main idea (to ensure the survival of human civilization, measures must betaken to help the public understand science) and structure of the text (introducing a topic, developing the topic with supporting details, supplying a conclusion);b. appreciate the style differences between narrative writing and expository writing;c. master the key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking Course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course Understanding ScienceStep One Text AnalysisThis text is the first piece of expository writing in our textbook series, therefore it is important to note the style differences between narration and exposition. Expository writings usually employ longer paragraphs in which there are longer and more involved sentences. Simply glance over the first page of Text A, Unit 2 and the first page of Text A, Unit 3, and you will see the latter is more closely packed than the former. For the purpose of objectivity, third-person narration is often adopted in exposition. Meanwhile, sentences in the passive voice appear regularly.A typical piece of expository writing begins with a statement of opinion, then goes on to give supporting details. In this text, an opinion is advanced in Para. 3, i.e., the public need education in science so as to make informed decisions on their own fate. In the following paragraphs the author details the ways to educate the public. In the last paragraph a conclusion is supplied -- human civilization will survive if the public understand science well.Interestingly, if we look closer at Part II of this text, we will find it to be a mini-exposition, its topic being how to educate the public in science. Afterwards three concrete solutions are proposed. They are: science education in schools, replacing equations with words and diagrams, and making use of popular media such as newspapers, magazines and above all TV.Albert Einstein (1879-1955): a physicist, born in Germany, who was possibly the greatest scientist of the 20th century. In 1905 he published his theory of relativity. This led to the equation giving the relationship between mass and energy, E=mc2 , which is the basis of atomic energy Einstein suggested how it could be used for making weapons, but after World War II he spoke publicly against nuclear weapons. By 1917, he had become famous all over the world. He was given the Nobel Prize for physics in 1921. When Hitler came to power, Einstein, who was Jewish went to live in the US, becoming a US citizen in 1940. In 1933 he wrote a book called Why War?with Sigmund Freud. He became a professor at Princeton University in 1934, and he spent the rest of his life looking, without success, for a theory that combined those of gravitation and electromagnetism. In 1952 he was offered the presidency of the state of Israel, but did not accept it. Step Two Language Study1. likely:1) probable (When functioning as an a., the word is often used in the following patterns it is likelythat .... be likely to do sth.)e.g.: It is likely that my roommate will win the first-class scholarship.Economists say that the quick economic growth is likely to continue throughout the 2010s. 2) probably (When used as an ad., the word is often preceded by "most", "more than", or "very".You don't use it as an ad. on its own.)e.g.: It is reported that another sandstorm will very likely come in the next 24 hours.2. do without:manage to survive, continue, or succeed although you do not have sth. you need,want, or usu. havee.g.: You'll have to do without your dinner if you don't get back in time.3. highly:1) verye.g.: Mr. Smith was a highly successful salesman.It seems highly likely that she will take the job.2) to a high level or standarde.g.: Most of the people present at the meeting are highly educated women.4. anyway: (used to change the subject of a conversation or to support an idea or argument) anyhowe.g.: We ought to spend less on the defence missiles, which I think are pretty useless anyway.5. put/turn the clock back:return to a situation that used to exist, usually because the presentsituation is unpleasante.g.: The employment bill in which women are not allowed to take jobs will put the clock backfifty years.6. cut off: stop providing (sth.)e.g.: Water and electricity supplies in the city have been cut off because of the American air attacks.Their phone has been cut off because they haven't paid the bill.7. bring about: make (sth.) happene.g.: Some educators are hoping to bring about major changes in the educational system.8. moreover: in addition to what has been said; further; besidese.g.: Local people would like a new road. Moreover, there are good economic reasons for buildingone.She saw that there was a man immediately behind her. Moreover he was observing her strangely.9. initiative:1) the ability to make decisions and take action without waiting for sb. to tell you what to doe.g.: I wish my son would show a bit more initiative.The workers are able to solve the problems on their own initiative.2) used in the phrase "take the initiative": be the first person to take action to improve a situationor relationship, esp. when other people arc waiting for sb. else to do sth.e.g.: Why don't you take the initiative and arrange a meeting?Don't stand around waiting for someone else to take the initiative.10. slow down: become slower, or make sb. or sth. slowere.g.: It seems likely that the economy will slow down over the next twelve months.There is no cure for the disease, although drugs can slow down its rate of development.11. ensure: make sure (followed by an. or that-clause)e.g.: This new treaty will ensure peace.12. informed: having or showing knowledgee.g.: Science is now enabling us to make more informed choices about how we use commondrugs.inform: tell (used in the patterns: inform sb. of/about sth., inform sb. + that-clause, inform sb.It is a fairly formal word. In conversation you usually use tell.)e.g.: They informed us of their arrival at Pudong Airport.13. in two minds (about sth.): unable to decide whether or not you want sth. or want to do sth.e.g.: I think she's in two minds about whether to accept his present or not.14. steady:1) constante.g.: The government's policies have brought a period of steady economic growth with fallingunemployment.2) firme.g.: Keep the camera steady while you take a picture.15. basis: (pl. bases)1) the facts or ideas from which sth. can be developed; foundation (usu. used as a singular noun,followed by, for or of)e.g.: The video will provide a basis for class discussion.2) the circumstance that provides a reason for some action or opinion (usu. followed by of orthat-clause)e.g.: On the basis that recognizing the problem is halfway to a solution, we should pay much attention to hiscomments.16. lie in: exist or be found in sth.e.g.: His skill lies in his ability to communicate quite complicated ideas.17. in terms of: as regards (sth.); expressed as (sth.)e.g.: In terms of customer satisfaction, the policy can't be criticized.18. accurate: exacte.g.: On the whole the program provided an accurate picture of the effect of AIDS.19. tend: be likely to happen or have a particular characteristic or effecte.g.: The old couple tend to buy cheap processed foods like canned chicken.20. grasp: understandinge.g.: Applied mathematics was beyond the grasp of most of her students.21. sufficient: as much as is needed, enough (often followed by for or to +infinitive)e.g.: There was not sufficient evidence to prove that he was guilty.His income is sufficient to keep him comfortable,22. convey: make (ideas, feelings, etc.) known to anothere.g.: Their bright eyes and smiling faces conveyed the impression that they were very excited.23. proportion:1) a part of a group or an amount (usu. singular)e.g.: A large proportion of the city's population is aged over 50.2) the relationship between the amounts, numbers, or sizes of different things that go together toform a whole (usu. singular)e.g.: The proportion of men to women in the medical profession has changed in recent years.A large proportion of the dolphins in that area will eventually die because of the waterpollution.24. fit into: be part of a situation, system, or plane.g.: The new college courses fit into a national education plan.25. entertain:1) give pleasure toe.g.: Children's television programs not only entertain but also teach.2) have as a gueste.g.: According to the school regulations, women students are not allowed to entertain men in theirrooms.26. hence:1) as a result, therefore (a formal use, followed by a clause /noun group /a. /ad. /prepositionalphrase)e.g.: He's an extremely private person: hence his reluctance to give interviews.The trade imbalance is likely to rise again in the 2000s. Hence a new set of policy actions will be required soon.2) from this timee.g.: 1 don't know where 1 will be six months hence.Step Three Oral PracticePair work:1.What is the attitude of some people towards the changes brought about by the science andtechnology?2.What would happen if all government money for research were cut off?3.Is it possible to prevent science and technology from future development? Why or why not?4.How does the public feel about science?5.What limited role can books, magazines and television play in popularizing scientific ideas? Group Discussion:1.In what way have science and technology changed the world we live in?2.What is your attitude towards science? In what way is science a good or bad thing?3.What can be done to ensure that the public can make informed decisions about the changesscience and technology make?Step Four Written practice (selectively and emphatically)Vocabulary:1.Study carefully all the key words and phrases in the box on P.72. A number of exercises mayhelp the students learn how to use them2.Word Formation3.AntonymsStructure:“as many as” or “as much as”Cloze: Fill in the blanks of the two passages in the bookTranslation: Translate the Chinese passages into EnglishEssay Writing: Write an essay entitled How Science Changes our LivesTeaching PlanUnit 4 Book 11.Objectives and RequirementsIntegrated Coursea. understand the main idea (Tony realized his American Dream through his own efforts) andstructure of the text (one part telling the story of Tony’s life andthe other giving the author’s comments on it);b. learn to describe a person by his/her characteristic feature, together with supporting detailswhich demonstrate the features;c. master the key language points and grammatical structures in the text;d. conduct a series of reading, listening, speaking and writing activities related to the theme ofthe unit.2.Time Allotment1)Integrated Course 5 periods2)Listening and speaking Course 2 periods3)Teaching Practice 1 period3.Teaching MethodsCommunicative/Functional/Notional ApproachLearner-centered TeachingTask-based LearningTranslation Method4.Presentation ProceduresIntegrated Course American DreamStep One Text AnalysisThis text, like Text A in Unit 1, employs time words and phrases in narration. Time words and phrases serve as transitional devices by which an author switches from one event to another. The latter event may take place either before or after the former, which allows an author freedom in narration. For example, Text A in Unit 1 thus becomes a piece of narration interspersed with flash- backs. For another example, the author of this text is able to keep his narration concise by simply recounting Tony's steps toward success, since the time phrases make it unnecessary to squeeze in too many details about how he succeeded during each step.However, we are not saying that details are unimportant. Those details vital to the story development are carefully inserted into the text. For example, why is Tony's faulty English sentence "I mow your lawn" repeated four times? That's because it shows Tony's determination in finding a job, and his optimistic view that people would help a man who needed a job.Besides, does the author himself ever make a statement claiming Tony to be a good worker? No. He makes you infer from other people's compliments (e.g., "my wife said he was very helpful"; the personnel department "said Tony was a very good worker"; "I got a report that he had graduated as a skilled grinder"; when Tony died, people found "the farm green with vegetables, the little house livable and homey. There were a tractor and a good car in the yard. The children were educated and working, and Tony didn't owe a cent.")Or consider the three instances where Tony's physical appearance is described. They present an increasingly well-to-do Tony. Or, have you noticed that Tony had remained standing when he talked to Mr. Crawford until in Line 65 "we sat down and talked"? Tony's social status improved enough to allow him to sit down with Mr. Crawford.Step Two Language Study1. turn away: refuse to help (sb.) or to allow (sb.) to enter a placee.g.: He's my son after all, I can't just turn him away when he is in trouble.The lecture hall was already full and many of the students were turned away.2. work out: plan; solve; calculatee.g.: Finally I worked out that the parcel had been sent to Paris by mistake.My mother allowed me to take the trip, but asked me to work out the total cost first.3. clean up: make clean and tidye.g.: I'll go shopping with you as soon as I've cleaned up the kitchen.4. determination: the ability to continue trying to achieve what you have decided to do even whenthis is difficult (uncountable noun, often followed by infinitive to)e.g.: He showed great determination by continuing to play after hurting his foot.5. personnel:1) the department in a large company or organization that deals with employees, keeps theirrecords, and helps with any problem they might have; humanresources (uncountable noun, used with a singular or plural verb)e.g.: Personnel has/have received your application form.2) all the persons working in an organization, in the army, etc. (used with a plural verb)e.g.: All personnel in this company are entitled to medical insurance.6. capacity: the ability to understand or do sth. (often followed by for or infinitive to)e.g.: Those math problems were beyond my capacity.I don't think it's within a five-year-old boy's capacity to spread computer viruses.7. turn down: refusee.g.: He was offered the job but he turned it down because it involved too much traveling.8. wreck: sth. such as a ship, car, plane, or building which has been destroyed, usu. in an accidente.g.: We thought of buying the house as a wreck, doing it up, then selling it.9. loan:v. lend (sth.)e.g.: He had kindly offered to loan me all the books required for the examination.n.1) a sum of money that you borrowe.g.: The president wants to make it easier for small businesses to get bank loans.。

课时：2课时教学目标：1. 让学生理解课文主旨，掌握文章结构。

2. 培养学生的阅读技巧，包括文本评估、略读和扫读。

3. 扩大学生的词汇量，特别是关于食物的词汇。

4. 让学生熟悉表达个人情感的方法。

5. 利用课文中的表达方式和语法点，提高学生的写作和认知能力。

教学重点：1. 课文主旨和大意。

2. 阅读技巧：文本评估、略读和扫读。

3. 食物相关词汇的掌握。

4. 个人情感表达。

5. 课文中的表达方式和语法点的运用。

教学难点：1. 阅读技巧的灵活运用。

2. 食物相关词汇的扩展。

3. 个人情感表达的准确性。

教学准备：1. 课文教材：《新标准大学英语1》Unit 2 Food, glorious food。

2. 多媒体课件。

3. 食物相关图片和视频资料。

教学过程：第一课时一、导入1. 利用多媒体展示与食物相关的图片和视频，激发学生学习兴趣。

2. 引导学生谈论自己熟悉的食物，为学习课文做好铺垫。

二、课文学习1. 学生自读课文，了解文章大意。

2. 教师引导学生分析课文结构，包括段落大意和文章主旨。

3. 教师讲解课文中的重点词汇和短语，如：delicious, appetizing, fast food, gourmet, etc.4. 学生练习翻译课文中的重点句子。

三、阅读技巧训练1. 教师讲解文本评估、略读和扫读的技巧。

2. 学生进行相关练习，提高阅读速度和理解能力。

四、课堂小结1. 回顾本节课所学内容，强调重点。

2. 布置课后作业。

第二课时一、复习导入1. 回顾上节课所学内容，检查学生对课文的理解程度。

2. 引导学生谈论自己课后作业的完成情况。

二、词汇拓展1. 教师讲解与食物相关的词汇，如：dish, cuisine, snack, delicacy, etc.2. 学生练习使用这些词汇造句。

三、角色扮演1. 教师将学生分成小组，每组选取一个关于食物的故事进行角色扮演。

2. 学生在角色扮演中运用所学词汇和语法点。

新标准英语第一册教案教案标题：《新标准英语第一册教案》教案概述：本教案旨在为教师提供一套全面的教学指导，以帮助学生掌握《新标准英语第一册》的课程内容。

教案将根据不同的教学目标和教学方法，提供详细的教学步骤、教学资源和评估方法，以确保学生在英语学习中获得全面的发展。

教学目标：1. 帮助学生建立基本的英语听、说、读、写的能力；2. 培养学生的语言交际能力，能够进行简单的日常对话；3. 培养学生的语言学习兴趣和学习策略。

教学步骤：第一课：Hello!教学目标：学生能够用英语问候和自我介绍。

教学步骤：1. 创设情境：通过图片和实物引导学生感知问候和自我介绍的场景。

2. 导入新课：播放问候和自我介绍的视频，让学生模仿跟读。

3. 教学重点：教授问候语和自我介绍的句子，进行语音、语调和语音语调的练习。

4. 合作活动：学生分组进行问候和自我介绍的角色扮演，鼓励他们运用所学句子进行对话。

5. 拓展活动：设计问候和自我介绍的游戏，提高学生的语言运用能力。

6. 总结反思：帮助学生总结所学内容，检查他们的学习效果。

教学资源：1. 课件：包含问候和自我介绍的图片、视频和练习题。

2. 实物：如问候卡片、自我介绍卡片等。

3. 视频资源：包括问候和自我介绍的视频片段。

评估方法：1. 口语表现：通过角色扮演和问答形式，评估学生的口语表达能力。

2. 笔头测试：设计简单的选择题、填空题和连线题，评估学生对所学内容的理解和掌握程度。

3. 课堂观察：观察学生在课堂上的参与度、合作能力和学习态度。

教学建议：1. 创设情境：通过创设真实的语言环境，提高学生的学习兴趣和动机。

2. 多媒体运用：利用多媒体资源，如图片、视频等，激发学生的学习兴趣，并提供丰富的语言输入。

3. 合作学习：通过小组合作学习，培养学生的合作能力和语言交际能力。

4. 差异化教学：根据学生的不同程度和学习需求，灵活调整教学内容和教学方法，以满足每个学生的学习需求。

以上是《新标准英语第一册教案》的一个简要示例，具体的教案内容和教学步骤可以根据实际教学情况进行调整和完善。